Understanding a Reading or Maths Individual Learning Pathway (ILP)

This report addresses the question: “What are the strengths and weaknesses of individual students?”

It is important to note the ILP does not consider the student’s year level. A ‘strength’ for a Year 4 student does not imply that the student is achieving well beyond Year 4 in that curriculum area. Instead, it means the student is performing significantly better than expected on that curriculum area, given their overall performance.

It is possible for the same objective to be listed in multiple quadrants, because the questions relating to a single objective may be of varying curriculum levels.

A question may appear more than once in the same quadrant. This is because a question may have more than one objective associated with it.

If the test was adaptive, the question number is pre-fixed with the stage number. For example (1:4) indicates question number 4 of stage 1.

The ILP Quadrants

Achieved – questions that, given your student’s overall e-asTTle score (in the appropriate curriculum area), should have been answered correctly and were. These are areas in which you can feel confident in giving your student more challenging work.

Strengths – questions that were expected to be answered incorrectly, given your student’s overall e-asTTle score, but were answered correctly. These questions are more difficult than his/her overall ability. However for reading, it is possible for a student to have correctly guessed the answer to questions that would normally be outside their ability range. While such responses will be excluded from the student’s level calculation, the questions will still display in the Strengths box. It is important that teachers use their overall judgment in determining whether these questions represent guessing behaviour or a student’s unexpected strengths that should be exploited in future teaching and learning.

Gaps – questions that, given your student’s overall e-asTTle score should have been answered correctly but were incorrect. These are questions that would be expected to be relatively easy for the student. This is an area where you should investigate to determine the reason. It may be due to carelessness, skipping questions, illness or not having being taught it yet. However you should investigate to determine whether or not it is a true concern. As these questions are at a level easier than your student’s overall ability, it is expected that the student should be able to learn this information quickly.

To Be Achieved – questions that were expected to be answered incorrectly, given your student’s overall e-asTTle score, and were answered incorrectly. These questions signify areas that your student has yet to achieve and in which it is expected you will carry out more teaching.

Why is my report showing a dash?

A dash indicates that e-asTTle could not generate a score. If your student gets fewer than three questions correct in a strand or the test, e-asTTle will not be able to generate the appropriate score. Reading and Maths tests have an additional guessing function. In some cases a student may have answered three questions correctly but still have a dash because some of their correct answers were removed as likely guesses.

StudentSpeak Individual Learning Pathway

The StudentSpeak Individual Learning Pathway option is available for reading and maths. The report contains objectives written in simplified language, to help students understand their report. Each objective links to extra information. This can be an example question, to show what the objective might look like in a test, or a more detailed explanation of the objective.